| 000 | 01338cam a2200349 i 4500 | ||
|---|---|---|---|
| 999 |
_c1386 _d1386 |
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| 001 | 17152527 | ||
| 003 | OSt | ||
| 005 | 20190606000024.0 | ||
| 008 | 120207s2013 mauab 000 0 eng | ||
| 010 | _a 2012932717 | ||
| 020 | _a9781337407793 (Student Book) | ||
| 040 |
_aDLC _beng _cJCRC |
||
| 042 | _apcc | ||
| 100 | 1 | _aVargo, Mari | |
| 245 | 1 | 0 |
_aPathways 3 : _bReading, Writing, and Critical Thinking (2nd edition) / _cMari Vargo and Laurie Blass. |
| 246 | 3 | 0 | _aPathways three |
| 250 | _a2nd ed. | ||
| 260 |
_aBoston : _bNational Geographic Learning, _c2018. |
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| 300 |
_ax, 262 p. : _bcolor ill., color maps ; _c28 cm. |
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| 440 | _aPathways | ||
| 504 | _aIncludes an Index of Exam skills and tasks. | ||
| 505 | _a"The Pathway to Academic Readiness | ||
| 505 | _aPathways Reading, Writing, and Critical Thinking, Second Edition uses National Geographic stories, photos, video, and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. Each level of the second edition features new and updated content. | ||
| 505 | _aAcademic skills are clearly labeled at the beginning of each unit. | ||
| 505 | _aNew and updated reading passages incorporate a variety of text types, charts, and infographics to inform and inspire learners. | ||
| 505 | _aExplicit reading skill instruction includes main ideas, details, inference, prediction, note-taking, sequencing, and vocabulary development. | ||
| 505 | _aCritical thinking activities are integrated throughout each unit, and help develop learner independence. | ||
| 505 | _aNew and updated video sections use National Geographic video clips to provide a bridge between Readings 1 and 2, and to give learners ideas and language for the unit's writing task. | ||
| 505 | _aAn additional reading passage provides integrated skills practice. | ||
| 505 | _aKey academic and thematic vocabulary is practiced, and expanded throughout each unit. | ||
| 505 | _aVocabulary extension activities cover word forms, word webs, collocations, affixes, and more, to boost learner's reading and writing fluency. | ||
| 505 | _aPathways' approach to writing guides students through the writing process and develops learners' confidence in planning, drafting, revising, and editing. | ||
| 505 | _aWriting Goals and Language for Writing sections provide the focus and scaffolding needed for learners to become successful writers. | ||
| 505 | _aAn online workbook, powered by MyELT, includes video clips and automatically graded activities for learners to practice the skills taught in the Student Books. | ||
| 505 | _aUpdated Revising Practice sections incorporate realistic model paragraphs and help learners refine their writing. | ||
| 505 | _aNew Guided online writing practice provides reinforcement and consolidation of language skills, helping learners to become stronger and more confident writers." (Introduction, p. viii-x) | ||
| 505 | _aCONTENTS: | ||
| 505 | _aIntroduction to Pathways | ||
| 505 |
_aUNIT 1: SOCIAL RELATIONSHIPS
_tAcademic Track: Behavioral Science _tReading 1: The Ape in the Office _tVideo: Elephant Orphans _tReading 2: Gender in the Wild _tAcademic Skills |
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| 505 |
_aREADING
_tFocus _tIdentifying Main and Supporting Ideas _tPredicting, Understanding Purpose, Summarizing, Catagorizing, Inferring Meaning, Understanding Main Ideas, Understanding Details |
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| 505 |
_aCRITICAL THINKING
_tFocus: Analyzing Evidence _tEvaluating Evidence, Reflecting, Synthesizing |
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| 505 |
_aWRITING
_tSkill Focus: Writing Body Paragraphs _tLanguage for Writing: Making Comparisons _tWriting Goal: Writing two body paragraphs comparing animal and human behavior _tVocabulary Extension _tWord Link: pre- |
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| 505 |
_aUNIT 2: SCIENCE AND INVESTIGATION
_tAcademic Track: Technology/Genetics _tReading 1: Tech Detectives _tVideo: Secrets in the Ice _tReading 2: King Tut's Family Secrets _tAcademic Skills |
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| 505 |
_aREADING
_tFocus: Identifying a Sequence of Events _tPredicting, Understanding Main Ideas, Understanding Details, Categorizing, Inferring Meaning |
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| 505 |
_aCRITICAL THINKING
_tFocus: Analyzing Levels of Certainty _tEvaluating, Synthesizing |
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| 505 |
_aWRITING
_tSkill Focus: Writing a Summary _tLanguage for Writing: Paraphrasing _tWriting Goal: Writing two summaries _tVocabulary Extension _tWord Link: -sit |
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| 505 |
_aUNIT 3: CITY SOLUTIONS
_tAcademic Track: Architecture/Urbanism _tReading 1: Living on an Urban Planet _tVideo: Farming Underground _tReading 2: The Urban Visionary _tAcademic Skills |
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| 505 |
_aREADING
_tFocus: Analyzing Visual Information _tPredicting, Summarizing, Understanding Main Ideas, Identifying Pros and Cons, Understanding Purpose, Inferring Meaning |
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| 505 |
_aCRITICAL THINKING
_tFocus: Analyzing Quotes _tJustifying Your Opinion, Evaluating, Synthesizing |
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| 505 |
_aWRITING
_tSkill Focus: Writing Introductory and Concluding Paragraphs _tLanguage for Writing: Using the Simple Past and the Present Perfect _tWriting Goal: Writing a problem-solution essay about how a city solved a problem it faced _tVocabulary Extension _tWord Partners: Expressions with income |
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| 505 |
_aUNIT 4: DANGER ZONES
_tAcademic Track: Earth Science _tReading 1: Sensing Disaster _tVideo: Hurricanes _tReading 2: Yellowstone's Smoking Bomb _tAcademic Skills |
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| 505 |
_aREADING
_tFocus: Analyzing Visual Information _tPredicting, Summarizing, Understanding Main Ideas, Identifying Pros and Cons, Understanding Purpose, Inferring Meaning |
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| 505 |
_aCRITICAL THINKING
_tFocus: Inferring _tApplying, Analyzing Evidence |
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| 505 |
_aWRITING
_tSkill Focus: Writing a Process Essay _tLanguage for Writing: Using Parallel Structures _tWriting Goal: Writing a process essay about how people can prepare for a natural hazard _tVocabulary Extension _tWord Forms: Changing Nouns and Adjectives to Verbs with -en |
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| 505 |
_aUNIT 5: THE TRAVEL BUSINESS
_tAcademic Track: Economics/Business _tReading 1: The New Face of Tourism _tVideo: Galapagos Tourism _tReading 2: Geotourism in Action |
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| 505 |
_aREADING
_tFocus: Analyzing Causes and Effects _tPredicting, Understanding Key Terms, Understanding Main Ideas, Understanding Purpose, Identifying Arguments, Skimming, Understanding Details, Inferring Meaning |
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| 505 |
_aCRITICAL THINKING
_tFocus: Evaluating Arguments _tSynthesizing, Evaluating/Justifying |
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| 505 |
_aWRITING
_tSkill Focus: Writing a Cause-Effect Essay _tLanguage for Writing: Using if..., (then) ... _tWriting Goal: Writing a cause-effect essay about the positive and negative effects of tourism on a place _tVocabulary Extension _tWord Forms: Adjectives and Nouns ending in -ive |
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| 505 |
_aUNIT 6: INFORMATION DESIGN
_tAcademic Track: Design/Communication _tReading 1: The Rise of Virtual Data _tVideo: Painting with Numbers _tReading 2: Visual Culture |
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| 505 |
_aREADING
_tFocus: Identifying Arguments and Counterarguments _tPredicting, Summarizing, Understanding Details, Interpreting Visual Information, Inferring Meaning, Understanding Main Ideas, Understanding Supporting Ideas |
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| 505 |
_aCRITICAL THINKING
_tFocus: Evaluating Visual Data _tEvaluating Infographics, Applying, Synthesizing |
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| 505 |
_aWRITING
_tSkill Focus: Writing a Persuasive Essay _tLanguage for Writing: Describing Visual Information _tWriting Goal: Writing a persuasive essay and using visual data to support arguments _tVocabulary Extension _tWord Link: mis- |
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| 505 |
_aUNIT 7: GLOBAL CHALLENGES
_tAcademic Track: Environmental Science _tReading 1: A Need for Change _tVideo: The Snow Guardian _tReading 2: Eight Steps to a Sustainable Future |
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| 505 |
_aREADING
_tFocus: Understanding Appositives _tPredicting, Understanding Main Ideas, Understanding Details, Interpreting Visual Information, Understanding Problems and Solutions, Inferring Meaning |
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| 505 |
_aCRITICAL THINKING
_tFocus: Inferring Attitude _tEvaluating |
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| 505 |
_aWRITING
_tSkill Focus: Writing an Opinion Essay _tLanguage for Writing: Using Adjective Clauses _tWriting Goal: Writing an opinion essay about the best way to ensure a sustainable future _tVocabulary Extension _tWord Partners: Expressions with cut |
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| 505 |
_aUNIT 8: MEDICAL INNOVATIONS
_tAcademic Track: Health/Medicine _tReading 1: The Healer of Cordoba _tVideo: Healthcare Innovator _tReading 2: Medical Frontiers |
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| 505 |
_aREADING
_tFocus: Understanding Passive Sentences _tPredicting, Summarizing, Identifying Main Ideas, Sequencing, Understanding Details, Inferring Meaning, Understanding Referencing |
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| 505 |
_aCRITICAL THINKING
_tFocus: Inferring Purpose _tReflecting, Applying, Synthesizing |
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| 505 |
_aWRITING
_tSkill Focus: Evaluating Information Online _tLanguage for Writing: Introduction to Quoting and Citing Sources _tWriting Goal: Writing a research-based essay about a medical innovation and its significance _tVocabulary Extension: _tWord Partners: Antonyms |
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| 505 |
_aUNIT 9: WORLD LANGUAGES
_tAcademic Track: Anthropology/Linguistics _tReading 1: The Future of English _tVideo: Enduring Voices _tReading 2: Vanishing Voices |
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| 505 |
_aREADING
_tFocus: Understanding Predictions _tPredicting, Understanding Main Ideas, Understanding Details, Inferring Meaning, Interpreting Visual Information, Understanding Effects, Understanding Certainty |
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| 505 |
_aCRITICAL THINKING
_tFocus: Applying Ideas _tSynthesizing, Analyzing Arguments |
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| 505 |
_aWRITING
_tSkill Focus: Planning an Essay Using a T-Chart _tLanguage for Writing: Presenting Counterarguments _tWriting Goal: Writing a persuasive essay about whether everyone in the world should speak the same language _tVocabulary Extension _tWord Partners: adjective + language |
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| 505 |
_aUNIT 10: SURVIVAL INSTINCT
_tAcademic Track: Psychology _tReading 1: Deadly Summit _tVideo: Survival Lessons _tReading 2: Breath of Life |
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| 505 |
_aREADING
_tFocus: Identifying Adverbial Phrases _tSkimming, Summarizing, Understanding Main Ideas, Sequencing, Inferring Meaning, Predicting, Understanding Details |
||
| 505 |
_aCRITICAL THINKING
_tFocus: Interpreting Figurative Language _tReflecting, Applying, Synthesizing |
||
| 505 |
_aWRITING
_tSkill Focus: Writing a Descriptive Narrative Essay _tLanguage for Writing: Using Past Forms for Narratives _tWriting Goal: Writing a narrative essay about someone who survived a dangerous situation _tVocabulary Extension: _tWord Forms: Adjectives ending in -ed and -ing |
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| 505 | _aVocabulary Extension | ||
| 505 | _aIndependent Student Handbook | ||
| 505 | _aIndex of Exam Skills and Tasks | ||
| 521 | _aFor learners of English as Second Language at the B2 level (CEFR). | ||
| 650 | 0 |
_aEnglish language _xRhetoric _vProblems, exercises, etc. |
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| 650 | 0 |
_aReport writing _vProblems, exercises, etc. |
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| 650 | 0 |
_aCritical thinking _vProblems, exercises, etc. |
|
| 650 | 0 | _aB2 (CEFR). | |
| 650 | 0 | _aHigh-Intermediate. | |
| 700 |
_aBlass, Laurie _d1952- |
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| 856 |
_uhttp://ngl.cengage.com/sites/pathways/home _zPublisher's Website. |
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| 942 |
_2z _cBK |
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